初中英语语用教学案例分析

发布时间：2018-04-22 01:15

本文选题：语用能力 + 语用教学内容　；参考：《天津师范大学》2017年硕士论文

【摘要】：目前,越来越多的学者均强调了培养学生语用能力的重要性。本文试图通过案例分析了解当前初中英语教师在语用教学方面的具体做法,旨在为初中英语教学提出启示,帮助初中英语教师革新教学思路。本文从“语用教学活动的时间和比例”,“语用教学内容”,“显性教学与隐性教学的分布”以及“语用教学策略趋向”四个方面出发,观察了第十一届全国初中英语优质课大赛中的五个案例,并基于对案例的描述性分析得出如下结论:第一,不同类型课的语用教学活动占比差异较大,与其他类型课相比,语用教学活动在听说课中比例最大;第二,初中英语语用教学内容主要为合作原则和礼貌原则,且教师集中于教授同等地位人之间的言语行为;第三,教师在语用教学中主要采用显性教学法,学生的课堂表现反映出显性教学法更能帮助学生快速习得语用知识;第四,教师在语用教学中较多采用“提供元语言知识”,“提供真实语境”,“提供实践机会”三种教学策略,较少使用“提供反馈”以及“提供巩固机会”策略。据此,本文面向初中英语教师提出以下建议:(1)教师应提高自己的语用教学意识;(2)教师应有技巧地选择语用教学内容;(3)教师应以显性语用教学法为主,以隐性教学法为辅;(4)教师应全面地应用语用教学策略。
[Abstract]:At present, more and more scholars have emphasized the importance of cultivating students'pragmatic competence. This paper attempts to find out the concrete methods of pragmatic teaching of junior high school English teachers through case analysis, aiming at providing enlightenment for junior middle school English teaching and helping junior middle school English teachers to innovate their teaching ideas. This paper sets out from four aspects: the time and proportion of pragmatic teaching activities, the content of pragmatic teaching, the distribution of explicit teaching and implicit teaching, and the tendency of pragmatic teaching strategies. This paper observes five cases in the 11th National Junior High School English quality course Competition, and draws the following conclusions based on the descriptive analysis of the cases: first, the proportion of pragmatic teaching activities in different types of classes is quite different, compared with other classes. Pragmatic teaching activities have the largest proportion in listening and speaking classes. Second, the contents of pragmatic teaching in junior high school English are mainly cooperative and politeness principles, and teachers focus on teaching speech acts among people of equal status. Teachers mainly adopt explicit teaching method in pragmatic teaching, the students' classroom performance reflects that explicit teaching method can help students acquire pragmatic knowledge more quickly. Fourth, teachers often use "providing meta-linguistic knowledge" in pragmatic teaching. "providing real context", "providing practical opportunities" three teaching strategies, less use of "provide feedback" and "provide consolidation opportunities" strategy. Accordingly, this paper puts forward the following suggestions for junior high school English teachers: 1) Teachers should improve their pragmatic teaching awareness. 2) Teachers should skillfully choose the content of pragmatic teaching. Teachers should make full use of pragmatic teaching strategies.
【学位授予单位】：天津师范大学
【学位级别】：硕士
【学位授予年份】：2017
【分类号】：G633.41

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